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Delandrea Hall

Title: Assistant Professor

Department: Teacher Education and Administration

College: College of Education

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, University of Texas at Austin, 2021
    Major: Curriculum and Instruction
  • BA, University of Texas at Austin, 2004
    Major: Government

Current Scheduled Teaching

No current or future courses scheduled.

Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

EDEE 3340.004Teaching Social Studies EC 6Spring 2026 Syllabus
EDCI 4840.001Instructional Strategies and Classroom ManagementFall 2025 Syllabus SPOT
EDEE 3340.501Teaching Social Studies EC 6Fall 2025 Syllabus SPOT
EDEE 4890.021Practice Based ResearchSpring 2025 Syllabus SPOT
EDEE 3340.010Teaching Social Studies EC 6Spring 2025 Syllabus SPOT
EDCI 4010.022Classrooms as CommunitiesFall 2024 Syllabus SPOT
EDEE 3340.014Teaching Social Studies EC 6Fall 2024 Syllabus SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Book Chapter

  • Cornett, A., Hall, D., Fitzpatrick, C. (2025). Ms. Marvel and the Makings of a Superhero. An Inquiry Based Approach for Using Comic Based Stories to Teach Liberal Arts and Social Sciences. 85-106. Emerald Publishing Limited. https://doi.org/10.1108/978-1-80592-032-820251007
  • Hall, D., Wright-Maley, C., Finley, S. (2024). Evaluating, deconstructing, and re-making sticky economic metaphors: Welcoming the death of trickle-down economics. Critical Empathy as Teacher Education Reform: Dissecting the Principles that Constrain Socio-Historical and Moral Vision. 187-208. Information Age Publishing.
  • Hall, D., Wright-Maley, C., Finley, S.Y. (2024). Evaluating, Deconstructing, and Re-Making Sticky Economic Metaphors. Critical Empathy as Teacher Education Reform. 187-207. Emerald Publishing Limited. https://doi.org/10.1108/979-8-88730-731-220251011
  • Shanks, N., Hall, D. (2022). On the other side of a dream: Community, love, joy and freedom, and economics as it could be. Critical Race Theory andSocial Studies Futures: From the Nightmare of Racial Realism to Dreaming Out Loud. 192-201. Teachers College Press.
  • Shanks, N., Hall, D. (2021). “And I know the money don't really make me whole”: Feminist financial literacy through Hip-Hop Pedagogy. Financialization, Financial Literacy, and Social Education. 172-196. Routledge. https://doi.org/10.4324/9781003020264-10
  • Shanks, N., Hall, D. (2020). Hope in the Dismal Science. Marking the “Invisible”. 107-137. Emerald Publishing Limited. https://doi.org/10.1108/978-1-64113-995-320251008

    • Book Review

  • Hall, D., Salinas, C. (2023). Chronicling sankofa: The evolution of the work of James Banks and civic education. Other. 51 (2) 337-341. Taylor & Francis. https://doi.org/10.1080/00933104.2023.2193137

    • Journal Article

  • Haughney, K.L., Massey, C.C., Wall, A., Cornett, A., Hall, D., DuBose, E. (2025). Bountiful Learning in All Places and All Spaces: Planning for Inclusive Place-Based Education With Assistive Technology. Journal of Special Education Technology. SAGE Publications. https://doi.org/10.1177/01626434251379795
  • Patrón-Vargas, J., James-Gallaway, A., Hall, D. (2025). The Hands That Keep History: Black and Mexican Women’s Archival and Epistemological Legacies. Other. SAGE Publications. https://doi.org/10.1177/15327086251347252
  • Cornett, A., Hall, D., Haughney, K., Massey, C., Wall, A. (2024). How Can an Oyster Reveal the Stories of a Place?. Teaching Social Studies in the Peach State. 2 (1) Georgia Southern University. https://doi.org/10.20429/sspeach.2024.020107
  • Cornett, A., Hall, D., Haughney, K., Massey, C., Wall, A., Greer, K. (2024). Revealing the stories of a place: Designing curricula on an island. Teaching Social Studies in the Peach State. 2 (1) Georgia Southern University. https://doi.org/10.20429/sspeach.2024.020103
  • Allen, K.R., Hall, D. (2024). "Take another route 'cause we ain't scared in the South": Lessons from hip-hop social studies educators. Annals of Social Studies Education Research for Teachers (ASSERT). 6 (1) 25-37. Creative Commons.
  • Allen, K., Hall, D. (2024). “Take another route ‘cause we ain’t scared in the South”. Other. 6 (1) 25-37. University of Alberta Libraries. https://doi.org/10.29173/assert76
  • Wright-Maley, C., Hall, D., Finley, S. (2023). Evaporative economics: A truth-telling metaphor to displace the trickle-down lie that just won’t die. Journal of Social Studies Education Research. 14 (2) 1-20. Association for Social Studies Educators (ASSE). https://jsser.org/index.php/jsser/article/viewFile/4788/611
  • Duncan, K.E., Hall, D., Dunn, D.C. (2023). Embracing the fullness of Black humanity: Centering Black joy in social studies. The Social Studies. 114 (5) 241-249. Taylor & Francis. https://doi.org/10.1080/00377996.2023.2174926
  • Hall, D. (2023). “Come as you are. We are a family.”: Examining Hip Hop, belonging, and civicness in social studies. Other. 51 (3) 343-371. Taylor & Francis. https://doi.org/10.1080/00933104.2022.2164233

    • Media Review

  • Hall, D. (2018). Book review: Black Panther [Motion Picture]. The Journal of Social Studies Research. 42 (4) 393-395. SAGE Publications. https://doi.org/10.1016/j.jssr.2018.06.004
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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